Openings as of 3/30/2025

Cook 7 hour - Broadmeadow

JobID: 21851

Position Type:
  Non Licensed: Food Services/Cook


Date Posted:
  2/26/2025


Location:
  Rantoul City Schools Dist 137


Date Available:
  02/26/2025


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
Rantoul City Schools is hiring a Full Time 7 hour per day cook.

Complete your application here: http://rcs137.tedk12.com/hire

District, Salary and benefit information: 
https://il50000466.schoolwires.net/cms/lib/IL50000466/Centricity/Domain/79/Prospective%20Employee%20Document%20Update%20Jan%202025.pdf

For questions or more information about this position please contact Debby Wilcoxon - Director of Food Services  | dwilcoxon@rcs137.org


Job Summary:
Under the direction of the Building Principal, Food Service Supervisor & Lead cook, the cafeteria cook will assist in the preparation and serving of student/staff meals prepared in accordance with nutritional standards while possessing a polite & respectful demeanor & following all sanitation and health regulations. 
 
 
 
Minimum Qualifications/Job Requirements:
 
• High school diploma or equivalency.
• Food handler certification as required by the Illinois Department of Health
• Demonstrated aptitude and/or competence for assigned responsibilities
• Ability to perform basic math, read and follow instructions and understand multi-step written & oral instructions.
• Ability to work well under pressure/deadlines and demonstrate cooperative behavior with co-workers & supervisors.
• Maintain high standard of personal hygiene.
 
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable
 
 
 
ESSENTIAL JOB DUTIES:
 
Performance Responsibilities:
 
• Assists in the preparation of hot and/or cold food menu items following standardized recipes and HACCP guidelines.
• Satisfactorily perform safety and sanitation practices and procedures.
• Accurately determine quantity of a particular food item to prepare.
• Follow portion control and proper serving size instructions per menu.
• Politely and respectfully serve students, staff & parents.
• Maintain equipment, storage, food preparation and serving areas in a sanitary condition in compliance with current health standards.
• Clean dishes, small & large equipment as per cleaning schedule rotation.
• Report equipment malfunctions to lead cook for the purpose of repair or replacement. 
• Inform Lead Cook as soon as possible if you will be absent, secure personnel replacement and enter information into Skyward within 1 day of the absence or immediately upon your return to work.
• Maintain the highest possible standards of safety and cleanliness in the kitchen.
• Maintain a respectful working relationship with co-workers and other employees.
• Attend & comply with all in-service training, workshops, mandated testing for the purpose of staying current on information required to perform job duties. 
• Regular & dependable work attendance.
• Ability to use Skyward and e-mail.
• Other responsibilities as assigned by the Food Service Supervisor, Principal, Superintendent and/or the Board of Education.
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to direct students, and effectively communicate with co-workers, students, and parents/community members.
• Ability to maintain emotional control under stress.
• Ability to multi-task, positions are subject to constant interruption and severe time constraints and are in direct contact with students, parents and employees. Negative interactions resulting from these contacts can result in stressful situations.
• Employees may also work without direct supervision and are responsible for the safety and well being of students.
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33% Occasionally	34-66% Frequently	66-100% Continuously
Stand		X
Walk		X
Sit	X
Use hands dexterously (use fingers to handle, feel)		X
Reach with hands and arms		X
Climb or balance		X
Stoop/kneel/crouch or crawl		X
Talk or hear	X
Smell		X
Physical (Lift & carry):   up to 10 pounds		X
up to 25 pounds		X
up to 50 pounds	X
up to 75 pounds	X
up to 100 pounds	X
more than 100 pounds	X
 
 
 
 





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Openings as of 3/30/2025

Technology Integration Specialist - Northview

JobID: 21750

Position Type:
  Licensed Elementary School Teaching/Elementary School Teacher K-8


Date Posted:
  10/21/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 is hiring a Technology Intergrations Specialist .
Why choose RCS? Here are three reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
 
       
District and Salary Information

Complete your application here: http://rcs137.tedk12.com/hire
 
For questions or more information about this position please contact Kelly Mahoney| Principal  kmahoney@rcs137.org
 
Primary Function
The Technology Integration Specialist will provide support for teachers and students by fulfilling the following:
• Ensure staff are effective users of information, ideas and technology for instruction.
• Empower students to be critical thinkers, enthusiastic readers, skillful researchers, and discerning, technologically literate, ethical users of information.
• Instill a love of lifelong learning in all students
• Ensure equitable access to information and learning resources
• Collaborate with teachers and specialists to design and implement integrated lessons and instructional units around the four C’s: critical thinking, communication, collaboration, and     creativity.
Required Qualifications
• Illinois Teaching Certificate
• Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.
Essential Duties and Performance Responsibilities
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
• Develop a media program that addresses 21st century skills, including life and career development, learning and innovation, and information, media and technology literacy.
• Create and maintain a program that provides a teaching and learning environment that is inviting, safe, readily accessible, and conducive to student learning.
• Collaborate with colleagues to promote reading, information literacy skills, and the use of information resources.
• Instruct students and staff in information and technology literacy skills, including reading for understanding, the research process, engaging inquiry, collaboration, critical thinking,     developing multiple literacies, and understanding copyright, fair use, and licensing of intellectual property
• Cooperate and network with the library aide, Technology Director and other agencies to  provide expanded access to resources for students and teachers
• Lead colleagues through staff development that incorporates best practices in the use of information resources, multi-media technology applications, and online learning.
• Work as an instructional partner by collaborating with teaching staff in preparing and  delivering lessons that incorporate effective use of information resources and build               information literacy and reading skills.
• Maintain frequent and timely communication with stakeholders through an effective online  school media program presence and other formats such as presentations, email,                   newsletters, and reports.
Job Requirements: Skills, Knowledge, Abilities and Responsibilities
The qualifications listed are representative of the knowledge, skill, ability, physical demands and working conditions required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Experience with instruction on information and technology literacy skills, including the research process
• Experience in evaluating and selecting print and digital resources
• Expertise in basic technology, including computer operation, productivity software, and basic network knowledge
• Communication skills, including the ability to proactively collaborate with students and staff
• Knowledge of instructional methods, strategies, and pedagogy
• Knowledge of curriculum development processes and learning theory
• Understanding of student growth and development
• Leadership, organizational, and basic budget management skills
• Ability to successfully interact with students and staff from various disciplines and with differing skill levels
• Familiarity with national and state standards for information and technology literacy, including the International Society for Technology in Education (ISTE).
Term of Employment
10 Months – Salary and work year to be established by the Board of Education Evaluation
Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.
Working Conditions
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.





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Openings as of 3/30/2025

Junior High Reading / Language Arts Teacher - JW Eater Junior High

JobID: 21736

Position Type:
  Licensed Secondary Teaching - 6th thru 8th/Language Arts/Reading Teacher


Date Posted:
  10/3/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  10/03/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 has two openings for Junior High Reading Language Arts Teacher 's at our JW Eater Junior HIgh School.
 
Why choose RCS? Here are three easons, just to get started...
 
• Our Students. Once you meet them, you will love them!
   
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
 
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers--all to support you and your students.

 District and Salary Information
Complete your application here: http://rcs137.tedk12.com/hire

For questions or more information about these positions please contact Heather Jacobs | Principal  hjacobs@rcs137.org
 
Job Summary:
 
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students.
 
 
 
General Qualifications:
 
• Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
 
 
 
Essential Job Skills:
 
Staff member will effectively perform the following duties in a timely manner:
 
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
 
Other Duties:
 
• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
 
 
 
Mental Demands:
 
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 

 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle,				X
Reach with hands and   arms				X
Climb or   balance			X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds		X
up to 50 pounds		X
up to 75 pounds	X
up to 100	X
more than 100 pounds	X
 
 
 
Approved February 12, 2015





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Openings as of 3/30/2025

Junior High Reading / Language Arts Teacher - JW Eater Junior High

JobID: 21385

Position Type:
  Licensed Secondary Teaching - 6th thru 8th/Language Arts/Reading Teacher


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/202


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 is hiring a Junior High Reading Language Arts Teacher  at our JW Eater Junior HIgh School.
 
Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff     
 
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        

 District and Salary Information
Complete your application here: http://rcs137.tedk12.com/hire

For questions or more information about these positions please contact Heather Jacobs | Principal  hjacobs@rcs137.org
 
Job Summary:
 
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students.
 
 
 
General Qualifications:
 
• Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
 
 
 
Essential Job Skills:
 
Staff member will effectively perform the following duties in a timely manner:
 
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
 
Other Duties:
 
• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
 
 
 
Mental Demands:
 
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 

 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle,				X
Reach with hands and   arms				X
Climb or   balance			X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds		X
up to 50 pounds		X
up to 75 pounds	X
up to 100	X
more than 100 pounds	X
 
 
 
Approved February 12, 2015





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Openings as of 3/30/2025

Junior High Math - JW Eater Junior High

JobID: 21732

Position Type:
  Licensed Secondary Teaching - 6th thru 8th/Mathematics


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 is hiring a Junior High Reading Language Arts Teacher  at our JW Eater Junior HIgh School.
 
Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff     
 
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        
 
Complete your application here: http://rcs137.tedk12.com/hire

District, Salary & Benefit Information

For questions or more information about these positions please contact Heather Jacobs | Principal  hjacobs@rcs137.org
 
Job Summary:
 
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students.
 
 
 
General Qualifications:
 
• Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
 
 
 
Essential Job Skills:
 
Staff member will effectively perform the following duties in a timely manner:
 
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
 
Other Duties:
 
• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
 
 
 
Mental Demands:
 
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 

 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle,				X
Reach with hands and   arms				X
Climb or   balance			X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds		X
up to 50 pounds		X
up to 75 pounds	X
up to 100	X
more than 100 pounds	X
 
 
 
Approved February 12, 2015





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Openings as of 3/30/2025

School Psychologist Intern 2024-25 School Year

JobID: 21420

Position Type:
  District School Service Personnel/Internship


Date Posted:
  5/6/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  08/13/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Position Title: School Psychologist Intern
 
Department: Special Education
 
Reports to: Director and Assistant Director of Special Education, Assistant Superintendent
 
FLSA Class: Non-Exempt
 
Apply Here : http://rcs137.tedk12.com/hire
 
 
Job Summary:
 
Under the direction of a Certified School Psychologist, the Director/Assistant Director of Special Education, and Building Principal, the School Psychologist Intern will assist in providing assessments and consultation, prevention and intervention of academic and behavioral problems, and identify disabilities and needs for special education.
 
 
 
General Qualifications:
 
• Eligibility to apply for school psychology intern approval through ISBE
 
 
 
Specific Duties include, but not limited to the assisting with the  following:
 
• Develop and maintain rapport and interpersonal relations with students, teachers, parents, administrators, and
 
other school personnel.
 
• Maintain a professional appearance.
• Demonstrate ability to work effectively as part of a team.
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Comply with all applicable local, state, and federal health, safety, education, and related rules and
 
regulations.
 
• Conduct formal and informal cognitive assessments.
• Conduct formal and informal academic assessments.
• Conduct formal and informal behavioral assessments.
• Conduct monitoring of student progress.
• Conduct systematic classroom observations.
• Conduct interviews with students, teachers, and parents.
• Conduct reviews of student records.
• Analyze and interpret findings of assessments.
• Present findings in an understandable manner orally and in writing.
• Complete required state and local forms for eligibility purposes.
• Remain current on special education rules and regulations.
• Serve as team leader in case study evaluation process.
• Participate in school based intervention team meetings.
• Participate in staff meetings, IEP meetings, and other meetings as assigned.
• Provide teacher consultation on evidence-based interventions, child development, and teaching methods.
• Provide parent consultation.
• Conduct inservice training.
• Provide group counseling as schedule permits.
• Provide individual counseling as schedule permits.
• Collaborate and consult with other special education service providers.
• Collaborate with outside agencies and medical professionals.
• Comply with all applicable local, state, and federal policies and procedures/rules and regulations.
• Perform duties as assigned.
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with
• parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and
 
possible communicable diseases.
 
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed
 
grass.
 
• Regular work attendance.
 
 
 
Compensation & Benefits:
 
• Compensation is $25.00 per hour and 35 hours per week.
• Mileage reimbursement 
• This position is eligible for benefits.
 

 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33% Occasionally	34-66% Frequently	66-100% Continuously
Stand				X
Walk				X
Sit		X
Use hands dexterously (use fingers to handle, feel)			X
Reach with hands and arms			X
Climb or balance		X
Stoop/kneel/crouch or crawl			X
Talk or Hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds			X
up to 50 pounds		X
up to 75 pounds	X
up to 100 pounds	X
more than 100 pounds	X





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Openings as of 3/30/2025

Speech Language Pathologist - Eastlawn

JobID: 21765

Position Type:
  District School Service Personnel/Speech-Language Pathologist


Date Posted:
  11/14/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  01/06/2025


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Click Here http://rcs137.tedk12.com/hire to apply on our Website

Speech Language Pathologist 

Why choose RCS? Here are three reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
•  
District, Salary & Benefit Information
 
Job Summary:
 
Under the direction of the Building Principal and Director of Special Services, the Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities.
 
 
 
General Qualifications:
 
• Possess a Master’s Degree in (Speech and Language Sciences) or related field. Illinois Teaching Certification in Speech and Language Pathology.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
 
 
 
Specific Duties include, but not limited to the following:
 
• Must be able to deliver quality language instruction/interventions in the areas of voice, fluency, language, development and articulation to students with speech and language disabilities in accordance with the IEPs of
 
assigned caseload.
 
• Must be skilled in the administration and interpretation of formal and informal diagnostic assessment instruments use specifically for the identification of students with speech and language disabilities.
• Must have a working knowledge of state and federal Special Education Law.
• Must be able to travel between schools within assigned area, carry up to 25 pounds of material.
• Evaluates and assesses student progress against instructional objectives.
• Functions as IEP Manager to assigned students.
• Act as coordinator of IEP implementation with general education staff.
• Develop, select and modify instructional plans and materials to meet the needs of all students.
• Design individual and small group instruction.
• Articulate curriculum between and among grade levels.
• Maintain appropriate records and follows required procedures and practices.
• Manage classroom organization.
• Supervise students in a variety of school related settings.
• Communicate and interact with students, parents, staff and community.
• Incorporate Common Core State Standards into instruction.
• Communicate regularly and assist the classroom teachers in curriculum/instructional modification needs.
• Coordinate instruction with other teachers of the school.
• Assist in administering diagnostic assessment for academic progress and planning.
 
• Work cooperatively with the administration and staff to schedule meetings.
• Knowledge of Special Education research, trends, and best practices.
• Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously.
• Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
• Performs duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
 
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
 
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
 
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
 
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
 
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
 
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
 
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
 
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The students will follow established classroom routines.
 
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
 
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
 
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
 
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
 
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
 
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Feedback is regularly given to students and is accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
 
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
 
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
 
• The teacher maintains records that are accurate, efficient, and effective for both instructional and non- instructional purposes.
 
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
 
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues.
 
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts feedback from supervisors and colleagues.
 
• The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies with school and district regulations.
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
 
• Ability to maintain emotional control under stress.
 
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
 
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
 
• Regular work attendance.

 




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Openings as of 3/30/2025

Occupational Therapist

JobID: 21821

Position Type:
  District Student Support Services/Occupational Therapist


Date Posted:
  1/24/2025


Location:
  Rantoul City Schools Dist 137


Date Available:
  02/01/2025


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Occupational Therapist:  Reports to: Director of Special Education  Grade Level K-8

Click Here http://rcs137.tedk12.com/hire to apply on our Website?

Why choose RCS? Here are three reasons, just to get started...
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.  

District, Salary & Benefit Information

 
Job Summary:
Under the direction of the Director of Special Education and Building Principal, the Occupational Therapist provides therapy to students who need assistance in order to benefit from educational opportunities in the least restrictive environment or who need assistance in overcoming educational deficits directly/indirectly from a physical, sensory, or motor disability.
SUPERVISES:
• Certified Occupational Therapy Assistant (COTA);
• Occupational Therapist or Certified Occupational Therapy Assistant Student Intern

General Qualifications:
• Graduate of an occupational therapy program with entry-level credentials, which include a bachelor's degree, master's degree, or a doctor of occupational therapy
• Licensed as an Occupational Therapist by the State of Illinois Department of Professional Regulations
• Willingness to work in other districts as assigned.

 
Specific Duties include, but not limited to the following:
• Develop and maintain rapport and interpersonal relations with students, teachers, parents, administrators, and other school personnel.
• Maintain a professional appearance.
• Demonstrate ability to work effectively as part of a team.
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Assist students in developing and maintaining the skills to function at his/her maximum level of independence in his/her environment.
• Conduct assessments to determine how a child's educational performance is impacted by any of the following areas:
  • Gross Motor
  • Fine Motor/Dexterity
  • Sensory Integration/Processing
  • Developmental
  • Visual Perceptual/Visual Motor
  • Functional/Self-Help Skills
  • Reflex Integration
  • Neuromuscular Development
  • Adaptive Equipment Needs/Classroom and School Modifications
  • Seating and Positioning
• Provide services in the areas of:
  • Planning and implementing for the young child, depending on their areas of need as listed above, treating within their school program to promote development of sensory-motor skills. This can include treatment

individually or in a group setting, monitoring of a classroom program, and/or consultation with school staff.
 
For older children, more emphasis will be placed on functional skills, as more demands are placed on the child in the academic setting.
• Planning and implementing for children 3-21 years of age to promote functioning within the least restrictive educational environment, thus promoting their independence. This can include treatment individually or in a group setting. Monitoring of a classroom program, and/or consultation with school staff.
 
• Assist in planning physical environments to meet special needs, use, and maintenance of special equipment.
• Assist in the development of IEP's.
• Offer suggestions for the adaptations of educational materials
• Act as a team member in the eligibility conference.
• Suggest specific techniques for handling, positioning, mobility, stimulation or inhibition of stimuli.
• Provide workshops and inservices as needed.
• Discuss results of assessment with parents and teachers.
• Plan home treatment with parents.
• Assist parents in planning any equipment or home modifications necessary
• Keep adequate records and reports in order that progress and present levels of performance can be documented.
• Maintain communication with the child's physician as needed, including obtaining prescriptions for intervention as appropriate.
• Assume responsibility for expanding his/her knowledge and professional skills in regard to his/her students and their total educational needs.
• Supervise COTA's, students, and volunteers.
• Performs duties as assigned.

 
Mental Demands:
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)

 
Working Conditions:
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.

Benefit Information:
           
Health Insurance
Blue Cross Blue Shield Plan Design
$2500/100%	Deductible then     0%
Deductible		$2,500	Hospitalization
Family	$7,500	Deductible then 0%
Out Pocket Max	$2,500		Outpatient Procedure
Family	$7,500	Deductible then 0%
Coinsurance	0%		MRI / CT
OV /Spec Copay	$25 / $50	Urgent Care	$50
Deductible then 0%	Emergency Room	$200
	Hospitalization	ER Transportation	$100
Deductible then 0%	Pharmacy	$10/40/80/50%
	Hospitalization	Non-preferred pharmacy	$20/50/90/50%
 
 
 
 
 
 
 
 
 
           
Health Insurance Rates Blue Cross Blue Shield		District Paid Per Month	Employee Paid Per Month	Employee Paid Per Pay Period
Employee	$750	$682.50	$67.50	$33.75
Employee & Spouse	$1,572	$682.50	$889.50	$444.75
Employee & Child(ren)	$1,527	$682.50	$844.50	$422.25
Family	$1,700	$682.50	$1,017.50	$508.75
2 Employee Family	$1,700	$1,365.00	$335.00	$167.50


















           
Dental Insurance The Standard		District Paid Per Month	Employee Paid Per Month	Employee Paid Per Pay Period
$27.04	$27.04	$0.00	$0.00
Employee & Spouse	$54.76	$27.04	$27.72	$13.86
Employee & Child(ren)	$66.48	$27.04	$39.44	$19.72
Family	$104.04	$27.04	$77.00	$38.50







           
Vision Insurance The Standard		District Paid Per Month	Employee Paid Per Month	Employee Paid Per Pay Period
Employee	$8.72	$0.00	$8.72	$4.36
Employee & Spouse	$16.68	$0.00	$16.68	$8.34
Employee & Child(ren)	$15.10	$0.00	$15.10	$7.55
Family	$23.36	$0.00	$23.36	$11.68














           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33% Occasionally	34-66% Frequently	66-100% Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously(use fingers to handle, feel)				X
Reach with hands and arms				X
Climb or balance				X
Stoop/kneel/crouch or crawl				X

 
Approved February 12, 2015


Attachment(s):
• Benefit Information and Rates.png



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Openings as of 3/30/2025

School Psychologist

JobID: 21777

Position Type:
  District Student Support Services/Psychologist


Date Posted:
  11/21/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Click Here http://rcs137.tedk12.com/hire to apply on our Website

School Psychologist

Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
 
District, Salary & Benefit Information
 
Job Summary:
 
Under the direction of the Director of Special Education and Building Principal(s), the School Psychologist provides assessment and consultation and assists in the prevention and intervention of academic and behavioral problems and to identify disabilities and needs for special education.
 
Complete your application here : 
 
General Qualifications:
 
• Masters, Specialist, or Doctoral degree in School Psychology from an accredited college or university
• Knowledge of IL special education rules and regulations
• Willingness to serve other districts upon request and schedule availability
• Willingness and ability to be trained in techniques for physically restraining students, if necessary
• Illinois Type 73: School Psychologist
 
 
 
Specific Duties include, but not limited to the following:
 
• Develop and maintain rapport and interpersonal relations with students, teachers, parents, administrators, and other school personnel.
• Maintain a professional appearance.
• Demonstrate ability to work effectively as part of a team.
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Comply with all applicable local, state, and federal health, safety, education, and related rules and regulations.
• Conduct formal and informal cognitive assessments.
• Conduct formal and informal academic assessments.
• Conduct formal and informal behavioral assessments.
• Conduct monitoring of student progress.
• Conduct systematic classroom observations.
• Conduct interviews with students, teachers, and parents.
• Conduct reviews of student records.
• Analyze and interpret findings of assessments.
• Present findings in an understandable manner orally and in writing.
• Complete required state and local forms for eligibility purposes.
• Remain current on special education rules and regulations.
• Serve as team leader in case study evaluation process.
• Participate in school based intervention team meetings.
• Participate in staff meetings, IEP meetings, and other meetings as assigned.
• Provide teacher consultation on evidence-based interventions, child development, and teaching methods.
• Provide parent consultation.
• Conduct inservice training.
• Provide group counseling as schedule permits.
• Provide individual counseling as schedule permits.
• Collaborate and consult with other special education service providers.
• Collaborate with outside agencies and medical professionals.
• Comply with all applicable local, state, and federal policies and procedures/rules and regulations.
• Perform duties as assigned.
 
 
 
Additional Responsibilities Specific to Assignment in Early Childhood Program:
 
• Participate in preschool screenings.
• Assist with closure conferences at screenings for students referred for comprehensive evaluations.
• Demonstrate ability to conduct play-based assessments.
• Serve as liaison with early childhood agencies and committees
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.

Click Here http://rcs137.tedk12.com/hireto apply on our Website




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Openings as of 3/30/2025

Certified School Head Nurse

JobID: 21216

Position Type:
  District Student Support Services/School Nurse


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul CIty Schools is hiring a Certified School Nurse


Click Here http://rcs137.tedk12.com/hire to apply on our Website

Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff     
 
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        
 

District, Salary & Benefit Information
 
 
Rantoul City Schools District 137
 
Job Summary:
 
Under the direction of the Building Principal and Superintendent, the school nurse will assess patient health problems, administer care to ill/injured students, develop and implement health care plans with physician/school personnel, provide appropriate trainings to staff, and maintain student medical records.
 
General Qualifications:
 
• Illinois Type 73 (Pupil Personnel Services Certificate)
• Bachelor’s Degree
• Certified School Nurse Licensure (ISBE)
• Registered Nurse licensure, Illinois
• Current First Aid and Cardiopulmonary Resuscitation program completion
• Current AED program completion
• Illinois Certification as a Vision and Hearing Screening technician
• Prior professional nursing experience, preferably pediatric, adolescent, community or mental health nursing
• Demonstrated aptitude and/or competence for assigned responsibilities
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable
 
ESSENTIAL JOB DUTIES:
 
Performance Responsibilities:
 
• Oversees the Registered Nurses at assigned buildings (those who do not have a Certified School Nurse ISBE License) to ensure duties are met.
• Evaluate or assist in the evaluation of other non-ISBE licensed nurses and health clerk.
• Participate in any IEP evaluations, IEP development, or other IEP meetings as appropriate for all RCS students with IEPs that require health services
• Assist in 504 development for students with medical plans
• Computer literacy and competency in use of existing technology (student database system and email)
• Develops and administers a coordinated school health program.
• Collects and analyzes epidemiological and other school health information and makes recommendations based upon statistical data.
• Establishes an accident/injury prevention program to facilitate school safety.
• Assesses the health and safety needs of the school environment in compliance with Occupational Safety and Health Administration (OSHA) guidelines, implementing the Blood borne Pathogen Control Plan and other interventions as indicated.
• Establishes a communicable disease prevention and control program in cooperation with local and state public health agencies.
• Manages school health records in accordance with Illinois School
• Student Records Act, providing efficient retrieval of information and other related archival responsibilities.
• Participates in Child Find programs and establishes and manages health-screening programs according to state mandates and guidelines.
• Participates in the development of health-related policies and procedures in compliance with state mandates and current health practices.
• Participates as a member of the curriculum committee(s) as requested as a resource and specialist in health issues.
 
• Provides professional development programs on health topics including blood borne pathogens and the district exposure control plan.
• Provides health related classroom instruction.
• Provides and/or delegates direct professional nursing services, first aid, illness, and emergency care to students and staff including nursing assessment, identifying health problems, making referrals for diagnosis and treatment, recommending educational modifications, providing follow-up and evaluation, and maintaining appropriate documentation.
• Provides health information and counseling for students, parents, and staff.
• Develops a medication protocol to safely store, administer, document, and monitor the effectiveness of medication given at school.
• Supervises and/or provides screening and follow up for deficits in vision, hearing, growth and development, and other physical deficits.
• Maintains accurate medical records to assure compliance with state mandates including immunizations, physical examinations, and medical conditions.
• Participates as crisis team member and provides crisis intervention for students and staff in the advent of sudden illness or injury.
• Makes appropriate assessments and referrals for suspected abuse/neglect as a mandated reporter.
• Maintains a user friendly and organized health services facility conducive to confidential communication and services.
• Purchases and maintains health and OSHA supplies and equipment as indicated for the health office and school.
• Manages and makes recommendations for the health services annual budget and critical needs requests.
• Maintains communication with administrators, teachers, other school personnel, and parents/guardians to enhance cooperative action, which will meet the health and safety needs of students.
• Initiates contact with and acts as a liaison between the home, school, community health agencies and the private medical sector to enhance the health and wellness of the school community.
• Maintains confidentiality regarding all school and health-related issues.
• Participates (upon request) as a member of the multidisciplinary team n the identification, evaluation, and placement of students into special education programs. Writes the health component of the Individual Education Plan as directed.
• Recommends modifications of the school program for students who require accommodations due to a health deficit.
• Develops and maintains current health care plans for students who need special nursing interventions during the school day.
• Participates (with administrator approval) as a member of his/her professional school nursing and education organizations and utilizes continuing education opportunities to enhance professional knowledge in both nursing and education fields.
• Participates as a member of the faculty on district committees and association activities.
• Participates as an active member of the school community, representing health/wellness.
• Other responsibilities as assigned by the Building Principal, Superintendent and/or the Board of Education.
• Regular work attendance.
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to direct students, and effectively communicate with co-workers, students, and parents/community members.
• Ability to maintain emotional control under stress.
• Positions are subject to constant interruption and severe time constraints and are in direct contact with students, parents and employees. Negative interactions resulting from these contacts can result in stressful situations.
 
 
 
• Employees may also work without direct supervision and are responsible for the safety and well being of students.
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionally	34-66%   Frequently	66-100%   Continuously
Stand			X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle, feel)			X
Reach with hands and arms			X
Climb or balance		X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry): up to 10 pounds			X
up to 25 pounds			X
up to 50 pounds		X
up to 75 pounds	X
up to 100 pounds	X
more than 100 pounds	X
 
Approved
 
August 9, 2012, February 21, 2019, December 17, 2020





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Openings as of 3/30/2025

Northview Elementary Social Worker

JobID: 20853

Position Type:
  District Student Support Services/Social Worker


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
Rantoul City Schools is hiring a General Education Social Worker for our District.

Click Here http://rcs137.tedk12.com/hire to apply on our Website


Why choose RCS? Here are three reasons, just to get started...
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers--all to support you and your students.

District, Salary & Benefit Information


For questions or more information about this positions please  Allison Didier | Assistant Superintendent : adidier@rcs137.org or Kelly Crawford Assistant Director of Special Education: kcrawford@rcs137.org
Job Summary:
 
Under the direction of the Director of Special Education and Building Principal, the Social Worker provides social work services to, and on behalf of, students ages 3 to 21 so that educational and social/emotional development can be enhanced.
 
General Qualifications:
 
• Master’s in Social Work from an accredited university or college
• Knowledge of IL special education rules and regulations
• Willingness and ability to travel throughout county
• Willingness and ability to be trained in techniques for physically restraining students, if necessary
• Type 73 School Service Personnel: School Social Work
 
Specific Duties include, but not limited to the following:
 
• Evaluates and assesses student progress against instructional objectives
• Possesses working knowledge of state and federal laws related to Social Work (Section 504)
• Coordinates individual and group meetings for students
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success
• Manages behavioral Tier system (1, 2, and 3)
• Assists in district initiatives (Ex. Bullying, Sexual Harassment, etc.)
• Makes home visits and provides resources for families
• Serves as liaison between community organization and the school to meet the needs of students
• Teaches social skills lessons within the regular education classroom
• Provides an orientation (expectations) for new students who enroll after the start of the school year
• Articulates Social Work curriculum between and among grade level
• Maintains appropriate records and follows required procedures and practices
• Communicates and interacts with students, parents, staff and community
• Administers formal and informal diagnostic assessment in the area of social/emotional learning
• Works cooperatively with the administration and staff to schedule meetings
• Possesses knowledge of Social Work research, trends, and best practices
• Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences
• Utilizes technology for communication, assessment, and information management
• Demonstrates organizational and problem-solving skills
• Maintains regular attendance and arrive promptly according to schedule
• Complies with timelines for evaluations, reports, and other assigned tasks
• Identifies needs for professional growth and engages in professional growth activities
• Maintains confidentiality of student information
• Maintains accessibility to teachers, administrators, and parents
• Maintains current in knowledge of special education rules and regulations
• Takes initiative to complete other tasks for the benefit of the organization
• Report questions/concerns to immediate supervisor
• Complies with all applicable local, state, and federal health, safety, education, and related rules and regulations.
• Develops, plans, and implements developmentally appropriate social work activities for children with exceptional needs as specified on IEPs, including individual and group counseling
• Assists the child in understanding and accepting self, developing appropriate social skills, and developing long and short-term goals
• Uses empathy in interpersonal relationships
• Provides crisis intervention as needed
• Attends and participate in problem-solving meetings, IEP team meetings, staff meetings, and other meetings as assigned
• Demonstrates effective leadership in multidisciplinary teams
 
• Conducts comprehensive social developmental studies to assist in determining eligibility for special education services, including classroom observations, teacher and parent interviews, rating scales, review of records, etc.
• Uses diverse interview techniques
• Identifies and analyzes the effects of cultural, environmental, socioeconomic, psychosocial, medical, and legal factors on a student’s educational achievement.
• Assists with functional behavioral analyses and behavioral consultations
• Presents assessment findings in an understandable manner
• Makes clear, practical recommendations for behavioral interventions
• Develops and implements prevention plans
• Completes applicable paperwork, including IEPs, evaluation reports, progress reports, and other required forms
• Develops measurable IEP goals and objectives aligned with the Illinois Social and Emotional Learning Standards
• Works with parent groups to facilitate their support in their children’s school adjustment
• Links school and community services by initiating referrals and maintaining follow-up services
• Helps the district receive adequate support from social and mental health agencies
• Develops interagency connections to provide comprehensive services
• Conducts inservice training programs
• Provides consultation on issues, such as family functioning, normal child development, alternative programs for drop-outs, delinquents, truants, etc.
• Implements specialized techniques, programs, and behavior management system in accordance with requirements of assigned schools
• The following is the Priority List established for social workers by the Illinois State Board of Education and is supported by the School Social Workers as RCS.
  • Emergency – Crisis Intervention
  • Mandates (Evaluation and IEP implementation)
  • Teaming
  • Consultation
  • Assessment and referral services
  • Program Development
  • Liaison Work
  • Staff Inservice Training
  • Classroom Intervention
  • Group Work with Students and Parents
  • Individual Counseling with Parents or Students
• Demonstrates ability to work effectively as part of a team.
• Demonstrates ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrates strong oral and written communication skills.
• Performs duties as assigned.
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle,				X
Reach with hands and   arms				X
Climb or   balance			X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds		X
up to 50 pounds		X
up to 75 pounds	X
up to 100	X
more than 100 pounds	X
 
 
 
Approved February 12, 2015
 
 





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Openings as of 3/30/2025

Elementary Bilingual (Spanish) - Pleasant Acres

JobID: 21737

Position Type:
  Licensed Bilingual/ESL Teaching/Bilingual Classroom Teacher


Date Posted:
  10/3/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  10/03/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 is hiring a Bilingual (Spanish) Teacher at our Junior HIgh
 
Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.    
 
      
 
Click Here http://rcs137.tedk12.com/hire to apply on our Website


District, Salary & Benefit Information
 
?General Qualifications:
 
• Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
• Licensed-Bilingual
 
Essential Job Skills:
 
Staff member will effectively perform the following duties in a timely manner:
 
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
 
Full job description is attached.

For questions or further information please contact | Jayme Bajer - jbajer@rcs137.org
 
 



Attachment(s):
• Grade Level Teacher .pdf



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Openings as of 3/30/2025

District Bilingual Coordinator

JobID: 21394

Position Type:
  Licensed Bilingual/ESL Teaching/Coordinator


Date Posted:
  4/5/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  08/13/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff     
 
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        
 
District/Salary Information:   https://www.rcs137.org/cms/lib/IL50000466/Centricity/Domain/79/Prospective%20Employee%2003032023.pdf

Complete your application here: http://rcs137.tedk12.com/hire

Information or Questions about this position contact Tom Magers: Director of Human Resources | tmagers@rcs137.org
 
 
Job Description
 
Position Title:    District Bilingual Coordinator Department:     Bilingual / Curriculum and Instruction
 
Reports to:     Director of Curriculum and Instruction, Superintendent
 
 
 
Job Summary:
 
Under the supervision of the Superintendent or Designee, the District Bilingual Coordinator will oversee the district’s multilingual program and provide curriculum and professional development support to the whole district.
 
 
 
General Qualifications:
 
• Illinois Teaching Certificate with Bilingual Approval or Endorsement or English as a New Language Approval or Endorsement with language designation.
• Professional proficiency in English and Spanish.
• Illinois Type 75 Certification (Preferred)
• Minimum 5 years classroom experience with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
• Minimum of 1 year of school leadership experience (coaching, School Improvement Team member, etc.)
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a positive professional community of adult learners.
 
 
 
Essential Job Skills:
 
 
 
Multilingual Program
 
• Provide ongoing, consistent communication of the vision of learning and success for English Language Learners (ELLs) in order to engage staff, evaluate progress, and determine needs to continue improvement for student learning outcomes.
• Actively engage and support district and building initiatives by aligning program goals and strategies while considering the specific needs of the ELL population. Work cooperatively/collaboratively with building principals to identify needs for ELL population within the building and district initiatives.
• Coordinate with administrative team - differentiated professional development across the district and across positions to build capacity for educating ELLs.
• Maintain a Bilingual Parent Advisory Committee and conduct a minimum of 4 yearly meetings that include the following:
  • Parental rights and responsibilities
  • Description and Information on Bilingual/ESL programing including exit percentage and strategies
  • ACCESS and other assessment information
  • Title III grant
  • Other grants related to bilingual, ESL, and multicultural programming
• Oversee building-level bilingual coordinators.
• Coordinate with Central Office Administration to complete the Title III grant, Ceiling Calculator, and other related required state and local forms related to programing for ELLs.
• Oversee administration of the ACCESS yearly language assessment across the district.
• Maintain the ELL handbook that describes district policies and procedures required by Illinois State Code.
  • Provide feedback to building administrators for evaluation of PK-8 bilingual and ESL certified and non-certified staff.
  • Provide assistance to PK-8 bilingual and ESL staff.
 
• Coordinate with schools and ensure implementation of comprehensive reading intervention programming for bilingual students.
 
• Coordinate translation services including family-school meetings, IEPs, 504s, conferences, etc, including representation for ELL students at meetings as required by law.
• Coordinate with administrative team, bilingual coordinators, and clerical staff to:
  • Ensure that all eligible ELLs are assessed as they enroll or re-enroll in the district and that all scores and records are properly maintained.
  • Maintain accurate records in the state information system for all ELL students (testing and placement information).
  • Ensure notification of placement of ELL students in a program of instruction for students within 30 days of the beginning of the school year or 15 days after the beginning of the school year.
  • Maintain accurate records of student progress in TBE and TPI programming including names of current and formerly enrolled students, language proficiency, and the number of years enrolled.
  • Ensure an ELL representative is in attendance at IEP meetings for students who are identified as ELL.
  • Support MTSS process and problem-solving meetings for ELL students.
 
 
 
Curriculum and Professional Development
 
• Support the instructional development of all teachers in understanding the CCSS curriculum, varied assessments, the Danielson Framework and formative data analysis through professional development opportunities.
• Build strong relationships with teachers, administrators, coaches, and other learning partners..
• Coordinate curriculum-related plans, technological plans, mentoring plans and equity plans, resources, materials, tools, information, etc. to support classroom instruction.
• Create and keep current all curriculum documents such as: pacing guides, scope and sequence, mandated units, standards alignment, MTSS
• Develop staff members’ knowledge, skills, and behaviors through a variety of professional development targeted topics and designs.
• Utilize Adult Learning Theory to motivate adult learners
• Model and support a strengths-based student achievement mentality
• Demonstrate leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
• Use student-level and district level data to guide Curricular and PD decisions
• Demonstrate expertise in oral and written communication
• Design and facilitate effective professional learning opportunities
• Maintain accurate, efficient, and effective records for instructional and non-instructional purposes.
• Engage in continuous learning in order to keep current.
 
 
 
Other Duties:
 
• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned by the superintendent.
 
 
 
Term of Employment
 
• 210 days - Salary and work year to be established by the Board of Education.
 
 
 
Evaluation
 
 
 
• Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.
 
 
 
Mental Demands:
 
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionally	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit		X
Use hands dexterously (use fingers to handle, feel)			X
Reach with hands and arms			X
Climb or balance		X
Stoop/kneel/crouch or crawl			X
Talk or Hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds			X
up to 50 pounds		X
up to 75 pounds		X
up to 100 pounds		X
more than 100 pounds	X
 
 
 
ADOPTED: 4/16/2024





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Openings as of 3/30/2025

Junior High P.E.Teacher - JW Eater Junior High

JobID: 21407

Position Type:
  Licensed Elementary School Teaching/Physical Education


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137 is hiring a Junior High P.E. Teacher  at our JW Eater Junior HIgh School.
 
Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff     
 
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.     
  
Click Here http://rcs137.tedk12.com/hire to apply on our Website

District, Salary & Benefit Information

For questions or more information about these positions please contact Heather Jacobs | Principal  hjacobs@rcs137.org
 
Job Summary:
 
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students.
 
 
 
General Qualifications:
 
• Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
 
 
 
Essential Job Skills:
 
Staff member will effectively perform the following duties in a timely manner:
 
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
 
Other Duties:
 
• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
 
 
 
Mental Demands:
 
• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 

 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit			X
Use hands dexterously (use fingers to handle,				X
Reach with hands and   arms				X
Climb or   balance			X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds		X
up to 50 pounds		X
up to 75 pounds	X
up to 100	X
more than 100 pounds	X
 
 
 
Approved February 12, 2015





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Openings as of 3/30/2025

Clinical Professional

JobID: 20433

Position Type:
  Licensed Special Education


Date Posted:
  7/26/2023


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools District 137  Has an opening for a Clinical Professional

Why choose RCS? Here are three reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.

Complete your application here :http://rcs137.tedk12.com/hire
District, Salary & Benefit Information
 
For questions or further information about this position please contact:  Kelly Crawford | Assistant Special Education Director kcrawford@rcs137.org
 
Job Summary:
 
Assist families in addressing school related problems; refer parents to outside agencies and specialists when necessary. Utilize resources available within the school and community to develop appropriate programs. Participate in team meetings and make appropriate referrals to outside agencies and other service providers within the school system.
 
 
 
General Qualifications:
 
• Hold a master’s degree in counseling, social work, or related field from an accredited college or university program.
• Meet the Illinois licensure requirements for Licensed Clinical Social Worker or Licensed Clinical Professional Counselor.
• Minimum of five years experience providing individual, family, and/or group therapy preferred. Experience working with families and youth with significant emotional and behavioral needs preferred.
• Bilingual (Spanish-English) candidates desired.
 
 
 
Essential Job Skills:
 
• Provide social-emotional support services to all students as needed.
• Provide ongoing, regular social-emotional support services to identified regular education students.
• Identify "at risk" and truant students, establish communication with student/families in targeted group, assist students/families to improve students’ progress, and collaborate, monitor or make referrals to programs and supports.
• Collaborate with students, parents, building staff, and administrators, to help students learn how to manage themselves, improve learning, organize information, make decisions, and plans that assists students in grade level transition.
• Support implementation of a comprehensive clinical mental health and intervention program to create a supportive climate and atmosphere for all students.
• Help students develop decision making skills as they develop their independence.
• Make home visits and support parental advocacy. Help the student/family connect with educational programming, community programming, and mental health services, in efforts designed to support student/family for the promotion of school attendance and success.
• Provide individual and small group counseling to students.
• Guide and assist students in peer relationships and in developing effective coping skills necessary to refuse participation in substance abuse, physical violence, or other disruptive behaviors.
• Support proactive intervention measures among students such as peer mediation and restorative circles.
• Assist with crisis intervention.
• Assess the student population regularly and initiate interventions and support.
• Develop and recommend policies, programs, procedures, and plans to ensure implementation with demonstrated improved outcomes for students academically, emotionally, and as related to student attendance.
• Assist with staff training, including training in the identification of high-needs youth and effective interaction with those students in the school setting.
• Maintain ongoing records of all contacts with students, families, and/or other related personnel.
• Maintain accurate documentation of work hours based on student, family, and building needs.
• Maintain open communication with building principal, building leadership, targeted students’ teachers, and other support services personnel.
• Flexibility to provide support for students and parents on and off campus.
• Perform other duties as assigned.
 
Counseling
 
• Assist students, building staff, administrators, and/or parents in times of emotional need and/or crisis
• Provide counsel, support, and feedback to administrators, building staff, and parents to address student behavior, academic, attendance, and/or behavioral health issues.
• Facilitate restorative practices opportunities between students, building staff, administrators, and/or parents to address concerns that arise that pose a threat to the successful education and positive development of all students.
 
 
 
Professionalism
 
• Abide by ethical standards of practice and professional responsibility relevant to the position.
 
• Maintain an awareness of current and emerging local, state and national issues and resources related to behavioral health care.
• Demonstrate personal growth and professional development in the area of comprehensive clinical mental health and intervention programs.
 
 
 
Mental Demands:
 
• Ability to communicate effectively with parents, students, teachers, administration and community.
• Ability to maintain emotional control under stress.
• Ability to use e-mail and office equipment effectively.
• Ability to work with students individually or in group settings.
 
 
 
Working Conditions:
 
• Indoor classrooms/School exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips: exposure to temperatures (hot, warm, cool & cold) and exposure to mowed grass.
• Regular work attendance.
 
 
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionally	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit		X
Use hands dexterously (use fingers to handle, feel)			X
Reach with hands and arms			X
Climb or balance		X
Stoop/kneel/crouch or crawl			X
Talk or hear				X
Smell		X
Physical (Lift & carry):   up to 10 pounds			X
up to 25 pounds			X
up to 50 pounds		X
up to 75 pounds	X
up to 100 pounds	X
more than 100 pounds	X





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Openings as of 3/30/2025

Board Certified Behavior Analyst - Beginning with the 2024/25 School year

JobID: 21096

Position Type:
  Licensed Special Education/Board Certified Behavior Analyst (BCBA)


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools #137 is hiring  Board Certified Behavior Analysts (BCBA)

Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
  
  Complete your application here:  http://rcs137.tedk12.com/hire
  
  District, Salary & Benefit Information
 
 
 
Position Title:         Board Certified Behavior Analyst (BCBA) - 3 Openings 
 
Department:           Department of Special Education
 
Reports to:             Director of Special Education/Assistant Director of Special Education
 
FLSA Class:            Exempt
 
 
 
QUALIFICATIONS:
 
• Minimum Master's degree in one of the following:
  1. School Psychology
  2. Special Education
  3. Social Work
  4. Education or other related field
 
• Current Board Certified Behavior Analyst (BCBA) Certificate
• Illinois teaching and/or other related service certificate
• Minimum of 3 years successful school experience, ideally working with "at risk" and/or students with behavioral challenges
• Expert knowledge in the application of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing appropriate behavior
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
• Knowledge of Conscious Discipline or other trauma-informed approach to school-wide behavior management
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
• Expert knowledge of Registered Behavior Technicians and their licensure requirements
 
 
 
JOB GOAL:           
 
Responsible for providing behavioral consultation and coaching to programs in order to support teams in meeting the individual needs of students, to improve both academic and social competence. Support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence based practices from the field of Applied Behavior Analysis (ABA).
 
 
 
PERFORMANCE RESPONSIBILITIES:
 
(The following are the essential fundamentals to include but not limited to the following job duties.)
 
 
Assessment & Evaluation
 
Student Evaluation
 
• Collect, graph and analyze student data from functional behavior assessment (FBA) and write report summarizing results
• Taking a leadership role in consulting, collaboration and supporting school teams in conducting FBA's and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
• Complete other assessments, in collaboration with the multidisciplinary team
• Assist teams in adjusting BIPs as needed
• Attend IEP meetings, as needed, per guidance of Special Education Director, to provide feedback related to assessment results and IEP reductions and replacement goal progress
 
Program Assessment & Evaluation
 
• Use program evaluation tools in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment
• Observe and provide feedback related to district mission/vision and specific goals for programs
 
Collaboration
 
• Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality programming
• Facilitate trainings with program teams, including paraprofessionals
• Participate in district leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
• Consult with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
• Participate in regular meetings with administrators (SpEd & Building level)
• Collaborate with evaluation and other multidisciplinary teams to review assessment data
• Work collaboratively with colleagues, families and community service providers (BCBAs, SLPs, advocates, private tutors, etc.) to ensure successful outcomes across different settings between school and home setting
• Participate in IEP meetings as directed by the Director of Special Education
• Collaborate with SpEd administrators to analyze trends and patterns in district-wide data and develop/implement a multi-year plan to improve district outcomes
• Participate in the district Restraint & Time Out Oversight Team
 
Training and Staff Development
 
• Develop and provide training related to principles of Applied Behavior Analysis to program teams
• Train teams on implementation of interventions identified by behavior intervention plans
• Train staff in using strategies to improve fidelity and reliability of data collection
• Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
• Provide other district and building specific training related to behavior, as needed
• Support and provide ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
• Participate in professional development and continuous learning
• Provide and facilitate licensure supervision of RCS Registered Behavior Technicians in accordance with all licensure requirements and timelines (non-evaluative supervision).
• Host and facilitate meetings with district RBTs as needed and directed by Director of
 
 
 
Special Education
 
• Provide needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by the Director of Special Education
• (non-evaluative supervision)
 
Instruction and Program Support
 
• Design data collection and monitoring systems
• Monitor student/program progress
  • Support programs related to ongoing data collection and input
  • Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
  • Provide live coaching to program staff
• Classroom Learning Environment
  • Support teams with development of materials for behavior support and skill training
  • Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
  • Train staff in skill generalizations procedures to increase inclusion of students in general education environments
• Perform other related duties as assigned by Special Education administrators, Superintendent and the Board of Education
 
 Mental Demands
 
• Ability to communicate effectively with parents, students, teachers, administration and
• Ability to maintain emotional control under
• Ability to use email and office equipment
• Ability to work with students individually or in group
 
 Working Conditions
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot, warm, cool, cold), and exposure to mowed grass.
• Regular work
 
 
 
Other Important Information:
 
The BCBA position is Non-Supervisory. The role of the BCBA is separate and apart from the evaluative role of the principal or other supervisor of the teachers and staff. The BCBA advocates for, facilitates and supports the work of the teachers and staff but never performs supervision or evaluation of any certified staff. The BCBA should not confuse providing staff with consultative feedback requiring professional judgment with supervisory or evaluative responsibilities of the principal or other administrators.
 
 
 
 
 
 
 
ADOPTED: 3/24/2022





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Openings as of 3/30/2025

Deaf and Hard of Hearing Teacher

JobID: 20392

Position Type:
  Licensed Special Education/Hearing Impaired


Date Posted:
  7/17/2023


Location:
  Rantoul City Schools Dist 137


Date Available:
  08/14/2023


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Why choose RCS? Here are four reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
 

District, Salary & Benefit Information

Complete your application here: http://rcs137.tedk12.com/hire


Job Summary:
 
Under the direction of the Director of Special Education and Building Principals, the Deaf and Hard of Hearing Itinerant Teacher identifies the language and communication needs of the student with a hearing loss and assist with remediation of needs. The itinerant will provide educational service, assist in proper placement of students, and determine the educational impact of hearing loss on the student. The itinerant will give academic support or remediation necessary to keep students with hearing loss functioning in regular classes at a maximum potential. The itinerant will cooperate and maintain liaison between all necessary school personnel, allied medical personnel and the Audiologist.
 
 
 
General Qualifications:
 
• Minimum of Bachelor’s Degree in Education, specializing in hearing impairment
• Ability to use and teach sign language
• Working knowledge of audiology as it applies to hearing impairments
• Willingness to serve other districts upon request and schedule availability
• Standard Special Education Certificate for ages 3-21, with endorsement in Deaf and Hard of Hearing
 
 
 
Staff member will effectively perform the following duties:
 
• Develop and maintain rapportand interpersonal relationship with students,teachers,parents,administrators,other school personnel and agencypersonnel
• Maintain professional appearance and poise
• Demonstrate ability to work effectively as part of a team.
• Be accessible to teachers, administrators, and parents
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Comply with all applicable local, state, and federal health, safety, education, and related rules and regulations.
• Administer formal and informal tests to assess language,speech-reading,auditory training,vocabulary and other academicareas
• Assist in the development of an individualized education program(IEP)and implement      long range goals and short term objectives for students with deafness and hearing impairments.
• Implement the use of recommended curriculums and adapt instructional material as necessary
• Provide instruction to the Hearing Impaired students on their class list either on a consultative or direct  service basis.
• Develop daily lesson plans for above and provide individual student assistance with the students as deemed necessary and appropriate
• Develop activities which maximize student literacy skills
• Assist in management of assistive/augmentative communication devices
• Provide in-services for classroom teacher and other appropriate district staff as needed
• Observe the child in his/her educational environment
• Provide consultations to school personnel concerning student’s functional hearing
• Offer suggestions and helpful hints to classroom teachers and support staff to modify the classroom environment to meet the child’s needs
• Establish and maintain open, frequent communication with parents.
• Participate in parent conferences and staffing,as needed,and support and assist with parent education and understanding
• Attend scheduled ear team meetings
• Attend monthly staff meetings
• Maintain appropriate and accurate reports and records
• Review student’s files and update or change inappropriate information files and update or change in appropriate information and provide periodic  follow-up on previous cases       as deemed appropriate
• Arrange for annual reviews of all students being served,and assist in making recommendations for improvemen tservices
• Perform other pertinent duties as designated by the director
   

• Teaching Framework Responsibilities:

• Adapted from the Framework for Teaching. Charlotte Danielson.

   

  • The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships

   

  between concepts, and the instructional practices specific to that discipline.

   

  • The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and

   

  special needs, and attains this knowledge for his/her students.

   

  • The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but

   

  consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more

   

  than one type of learning and are aligned to the Common Core Standards.

   

  • The teacher is aware of the resources available through the school or district to enhance his/her own knowledge,

   

  to use in teaching, or for students who need them.

   

  • The teacher coordinates knowledge of content, of students, and of resources to design a series of learning

   

  experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her

   

  students. The lesson or unit has a clear structure and is likely to engage students in learning.

   

  • The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards,

   

  uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to

   

  plan for future instruction for students.

   

  • The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.

   

  • The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and

   

  student. Student engagement to the task at hand is consistent.

   

  • The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.

   

  The teacher ensures that students follow established classroom routines.

   

  • The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student

   

  misbehavior is consistent, appropriate and respectful to students.

   

  • The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the

   

  physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical

   

  resources, including computer technology.

   

  • The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are

   

  explained clearly. The teacher's explanation of content is clear and accurate and connects with students'

   

  knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate

   

  to the students' ages and interests.

   

  • The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful

   

  response. The teacher engages all students in the discussion and encourages them to respond to one another.

   

  • The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are

   

  suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a

   

  clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to

   

  intellectually engage with their learning.

• • The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or

   

  students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the

   

  assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of

   

  learning.

   

  • The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks

   

  approaches for students who have difficulty learning.

   

  • The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make

   

  suggestions as to how the lesson might be improved.

   

  • The teacher communicates frequently with families and successfully engages them in the instructional program.

   

  Information to families about individual students is conveyed in a culturally appropriate manner.

   

  • The teacher participates in the professional community and in school and district events and projects. The

   

  teacher maintains positive and productive relationships with colleagues, administrators and parents.

   

  • The teacher participates in professional development based on an individual assessment of need and actively

   

  shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.

   

  • The teacher displays a high level of ethics and professionalism in dealings with students, colleagues,

   

  administrators and parents and complies with school and district regulations.

   

  • The teacher supervises students or assists with supervision in both teaching and not teaching situations.

   

  • Other duties as assigned.

   

  Mental Demands:

   

  • Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other

   

  members of the educational community

   

  • Ability to instruct students effectively and capably.

   

  • Ability to maintain emotional control under stress.

   

  • Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

   

  Working Conditions:

   

  • Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and

   

  possible communicable diseases.

   

  • Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to

   

  mowed grass.

   

  • Regular work attendance.

   

   

   

   
 
   
 
 
           
PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:	Never	1-33%   Occasionall	34-66%   Frequently	66-100%   Continuously
Stand				X
Walk				X
Sit		X
Use hands dexterously (use fingers to handle, feel)			X
Reach with hands and arms			X
Climb or balance		X
Stoop/kneel/crouch or crawl			X
Talk or hear				X





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Openings as of 3/30/2025

Jr. High Special Education Teacher Co- Teacher | JW Eater

JobID: 20856

Position Type:
  Licensed Special Education/Special Education Teacher


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
Rantoul City School is hiring a Special Education Teacher
 
Why choose RCS? Here are four reasons, just to get started...
• Our Students. Once you meet them, you will love them!
   
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
 
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.
   
District, Salary & Benefit Information

Complete your online application here: http://rcs137.tedk12.com/hire

For more information or questions about this opening please email Kelly Crawford - Assistant Special Eduction Director : kcrawford@rcs137.org


Job Summary:
 
Under the direction of the Building Principal and Director of Special Services, the Special Education Teacher
 
develops and provides specialized instruction to meet the unique needs of students with disabilities.
 
General Qualifications:
 
Possess a Bachelor’s Degree (Special Education) or related field. Illinois Teaching Certificate.
 
Understanding and experience with curriculum design, planning and instruction.
 
 Strong communication skills (written and oral).
 
Specific Duties include, but not limited to the following:
 
Evaluates and assesses student progress against instructional objectives.
 
 Functions as IEP Manager to assigned students.
 
 Must have working knowledge of state and federal Special Education Law.
 
 Understands and complies with the policies, rules, and regulations regarding the education of students receiving Special Education Services.
 
 Act as coordinator of IEP implementation with general education staff.
 
 Provide an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
 
 Develop, select and modify instructional plans and materials to meet the needs of all students.
 
Design individual and small group instruction.
 
Articulate curriculum between and among grade levels.
 
Maintain appropriate records and follows required procedures and practices.
 
Manage classroom organization.
 
Supervise students in a variety of school related settings.
 
Communicate and interact with students, parents, staff and community.
 
Incorporate Common Core State Standards into instruction. 

Communicate regularly and assist the classroom teachers in curriculum/instructional modification needs.
 
Coordinate instruction with other teachers of the school.
 
Administer diagnostic assessment for academic progress and planning.
 
Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
 
Work cooperatively with the administration and staff to schedule meetings.
 
Participates in the RtI process.
 
Knowledge of Special Education research, trends, and best practices.
 
Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously.
 
Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
 
Performs duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
 
The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
 
The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but
consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more
than one type of learning and are aligned to the Common Core Standards.
 
The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
 
The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
 
The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
 
The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
 
The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
 
The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.
 
The students will follow established classroom routines.
 
The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
 
The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
 
The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
 
The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
 
The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
 
The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or
students. Feedback is regularly given to students and is accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
 
The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
 
The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
 
The teacher maintains records that are accurate, efficient, and effective for both instructional and noninstructional purposes.
 
The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
 
The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues.
 
The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts feedback from supervisors and colleagues.
 
The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies with school and district regulations.
 
Mental Demands:
 
 Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with
 
parents and colleagues.
 
Ability to maintain emotional control under stress.
 
Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
Working Conditions:
 
Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
 
Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
 
Regular work attendance.
 
Approved May 10, 2012
 
 





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Openings as of 3/30/2025

Special Education Teacher | Northview Elementary School

JobID: 21762

Position Type:
  Licensed Special Education/Special Education Teacher


Date Posted:
  11/7/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
 
Why choose RCS? Here are three reasons, just to get started...
• Our Students. Once you meet them, you will love them!
   
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
 
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.
Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        


District, Salary & Benefit Information

Complete your online application here: http://rcs137.tedk12.com/hire

For more information or questions about this opening please email Kelly Crawford - Assistant Special Eduction Director : kcrawford@rcs137.org


Job Summary:
 
Under the direction of the Building Principal and Director of Special Services, the Special Education Teacher
 
develops and provides specialized instruction to meet the unique needs of students with disabilities.
 
General Qualifications:
 
Possess a Bachelor’s Degree (Special Education) or related field. Illinois Teaching Certificate.
 
Understanding and experience with curriculum design, planning and instruction.
 
 Strong communication skills (written and oral).
 
Specific Duties include, but not limited to the following:
 
Evaluates and assesses student progress against instructional objectives.
 
 Functions as IEP Manager to assigned students.
 
 Must have working knowledge of state and federal Special Education Law.
 
 Understands and complies with the policies, rules, and regulations regarding the education of students receiving Special Education Services.
 
 Act as coordinator of IEP implementation with general education staff.
 
 Provide an atmosphere and environment conducive to the intellectual, physical, social and emotional development of each student to ensure success.
 
 Develop, select and modify instructional plans and materials to meet the needs of all students.
 
Design individual and small group instruction.
 
Articulate curriculum between and among grade levels.
 
Maintain appropriate records and follows required procedures and practices.
 
Manage classroom organization.
 
Supervise students in a variety of school related settings.
 
Communicate and interact with students, parents, staff and community.
 
Incorporate Common Core State Standards into instruction. 

Communicate regularly and assist the classroom teachers in curriculum/instructional modification needs.
 
Coordinate instruction with other teachers of the school.
 
Administer diagnostic assessment for academic progress and planning.
 
Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
 
Work cooperatively with the administration and staff to schedule meetings.
 
Participates in the RtI process.
 
Knowledge of Special Education research, trends, and best practices.
 
Engage learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing multiple instructional activities simultaneously.
 
Monitor the pacing of instruction and budget class time efficiently by providing clear directions, outlining expectations, and effectively bringing to closure instructional experiences.
 
Performs duties as assigned.
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
 
The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
 
The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but
consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more
than one type of learning and are aligned to the Common Core Standards.
 
The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
 
The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
 
The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
 
The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
 
The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
 
The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.
 
The students will follow established classroom routines.
 
The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
 
The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
 
The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
 
The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
 
The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
 
The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or
students. Feedback is regularly given to students and is accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
 
The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
 
The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
 
The teacher maintains records that are accurate, efficient, and effective for both instructional and noninstructional purposes.
 
The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
 
The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues.
 
The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts feedback from supervisors and colleagues.
 
The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies with school and district regulations.
 
Mental Demands:
 
 Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with
 
parents and colleagues.
 
Ability to maintain emotional control under stress.
 
Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
Working Conditions:
 
Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
 
Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
 
Regular work attendance.
 
Approved May 10, 2012
 
 





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Openings as of 3/30/2025

VISION INTINERANT

JobID: 16303

Position Type:
  Licensed Special Education/Visually Impaired


Date Posted:
  5/27/2022


Location:
  Rantoul City Schools Dist 137


Date Available:
  08/17/2022


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
Rantoul City Schools has an opeing for a Visual Impaired Itinerant Teacher

To apply please follow this link to our application page: http://rcs137.tedk12.com/hire

District, Salary & Benefit Information
Job Summary:
 
Under the direction of the Director of Special Education and Building Principal, the Visual Impaired Itinerant Teacher provides diagnostic, instructional, and consultative services to students ages 3-21 with an identified visual impairment.
 
 
 
General Qualifications:
 
• Working knowledge of Braille and the teaching of Braille
• Willingness to serve other districts upon request and schedule availability
• Standard Special Education Certificate for ages 3-21, with endorsement in Visual Impairment
 
 
 
Specific Duties include, but not limited to the following:
 
• Develop and maintain rapport and interpersonal relations with students, teachers, parents, administrators, and other school personnel.
• Maintain professional appearance and poise.
• Demonstrate ability to work effectively as part of a team.
• Be accessible to teachers, administrators, and parents
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Comply with all applicable local, state, and federal health, safety, education, and related rules and regulations.
• Assess functional vision through testing, observation, consultation, and reading of ophthalmologist or optometrist’s reports
• Participate in educational staffings concerning individual students
• Develop and implement IEP goals/objectives in conjunction with the IEP team
• Provide instruction to visually impaired students as stated on IEP
• Identify the needs of students with visual impairments and monitor/consult / provide direct instruction to the students in the least restrictive environment
• Order, adapt, create and utilize all instructional curricular materials necessary and procure and correctly utilize adaptive equipment for meeting the full academic potential of those children with visual impairments in the regular classroom
• Provide consultation to school personnel concerning the student’s functional vision
• Train teachers on needed classroom modifications, and how to utilize adapted materials and equipment.
• Provide support and assistance with parent education and understanding of student’s visual problems
• Maintain appropriate records and service log
• Attend staff meetings and professional meetings
• Perform duties as assigned.
 
 
 
Teaching Framework Responsibilities:
 
Adapted from the Framework for Teaching. Charlotte Danielson.
 
• The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
• The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.
• The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
• The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
• The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
• The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
• The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
• The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
• The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
• The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
• The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
• The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The teacher supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.
 
 
 
Mental Demands:
 
• Ability to communicate (verbal and written); ability to instruct students, and effectively communicate with parents and colleagues.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.)
 
 
 
Working Conditions:
 
• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.
 
Approved February 12, 2015
 
 
 
 





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Openings as of 3/30/2025

Paraprofessional - Eastlawn Elementary

JobID: 21384

Position Type:
  Licensed: Paraprofessional/Paraprofessional/Teacher Aide (General Education)


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Applicants must hold a active Illinois Paraprofessional License
 
Link to information on how to obtain your paraprofessional license.
 
Why choose RCS? Here are three reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
 

Click Here http://rcs137.tedk12.com/hire to apply on our Website
 
District, Salary & Benefit Information
Job Summary:
To assist the teacher in achieving teaching objectives by working with individual students, small groups, or whole classrooms to help students achieve the skill levels of the class as a whole. To provide a well-­-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.
 
 
 
General Qualifications:
·      Must have valid active Illiniois Paraprofessional License.
 
·      Possess strong communication skills (written and oral).
 
 
 
ESSENTIAL JOB SKILLS
Staff member will effectively perform the following duties in a timely manner:
 
·      Administer, score, and record such achievement and diagnostic tests as the teacher recommends for individual students.
 
·      Work with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher.
 
·      Assist the teacher in devising special strategies for reinforcing material or skills based  on a sympathetic understanding of individual students, their needs, interests, and abilities.
 
·      Help students master equipment or instructional materials assigned by the teacher.
 
·      Guide independent study, enrichment work, and remedial work set up and assigned by the teacher.
 
·      Assist with the supervision of students during emergency drills, assemblies, play periods, and field trips.
 
·      Assist with such large group activities as drill work, reading aloud, and story telling.
 
·      Read to students, listen to students read, and participate in other forms of oral communication with students.
 
·      Assist students in the library or media center.
 
·      Check notebooks, correct papers, and supervise testing and make-­-up work as  assigned by the teacher.
 
·      Help students with their clothing.
 
·      Assist with lunch, snack and clean-­-up routines.
 
·      Assist with wash-­-up and toilet routines.
 
·      Alert the regular teacher to any problem or special information about an individual student.
 
·      Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
 
·      Maintain the same high level of ethical behavior and confidentiality of information  about  students as is expected of fully licensed teachers.
 
·      Participate in inservice training programs as assigned.
 
·      Other responsibilities as assigned by supervisor.
 
 
 
Mental Demands:
·      Ability to communicate effectively with parents, students, teachers, administration and community members.
 
·      Ability to maintain emotional control under stress.
 
·      Ability to use e-­-mail and office equipment effectively.
 
·      Ability to work with students individually or in group settings.
 
 
 
Working Conditions:
·      Indoor classrooms/School exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
 
·      Outdoor schoolyard and grounds, field trips: exposure to temperatures (hot, warm, cool & cold) and exposure to mowed grass.
 
·      Regular work attendance.





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Openings as of 3/30/2025

Junior High Paraprofessional - JW Eater

JobID: 21738

Position Type:
  Licensed: Paraprofessional/Paraprofessional/Teacher Aide (Special Education)


Date Posted:
  9/20/2024


Location:
  Rantoul City Schools Dist 137


Date Available:
  09/20/2024


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul CIty Schools is hiring  a Teaching Assistant at our Junior High School.
 
 
 
Why choose RCS? Here are three reasons, just to get started...
 
Our Students. Once you meet them, you will love them!
Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.
 

Valid Illinois Paraprofessional License is requried to apply.
 

Complete your online applicaiton here: http://rcs137.tedk12.com/hire
 
District, Salary & Benefit Information


For more information or questions please contact Heather Jacobs | Principal  hjacobs@rcs137.org

Job Summary:
To assist the teacher in achieving teaching objectives by working with individual students, small groups, or whole classrooms to help students achieve the skill levels of the class as a whole. To provide a well-­-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.

Full job description is attached.
 
 
 
 



Attachment(s):
• Teacher assistant.pdf



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Openings as of 3/30/2025

Paraprofessional | Special Education - Eastlawn Elementary

JobID: 21752

Position Type:
  Licensed: Paraprofessional/Paraprofessional/Teacher Aide (Special Education)


Date Posted:
  10/23/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools has two openings for Special Ed Paraprofessionals at our Eastlawn Elementary School.
 
 
 
Applicants must hold a active Illinois Paraprofessional License - A link to information on obtaining a Paraprofessional Licence is below.
 
https://www.isbe.net/Pages/paraprofessional-educator.aspx
 

Complete your application here ->   http://rcs137.tedk12.com/hire
 
District, Salary & Benefit Information
 
 
Why choose RCS? Here are three reasons, just to get started...
 
• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
 
Job Summary:
To assist the teacher in achieving teaching objectives by working with individual students, small groups, or whole classrooms to help students achieve the skill levels of the class as a whole. To provide a well-­-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.
 
 
 
General Qualifications:
·      Para ­- professional certification.
 
·      Possess strong communication skills (written and oral).
 
 
 
ESSENTIAL JOB SKILLS
Staff member will effectively perform the following duties in a timely manner:
 
·      Administer, score, and record such achievement and diagnostic tests as the teacher recommends for individual students.
 
·      Work with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher.
 
·      Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding  to individual students, their needs,        interests, and abilities.
 
·      Help students master equipment or instructional materials assigned by the teacher.
 
·      Guide independent study, enrichment work, and remedial work set up and assigned by the teacher.
 
·      Assist with the supervision of students during emergency drills, assemblies, play periods, and field trips.
 
·      Assist with such large group activities as drill work, reading aloud, and story telling.
 
·      Read to students, listen to students read, and participate in other forms of oral communication with students.
 
·      Assist students in the library or media center.
 
·      Check notebooks, correct papers, and supervise testing and make-­-up work as assigned by the teacher.
 
·      Help students with their clothing.
 
·      Assist with lunch, snack and clean-­-up routines.
 
·      Assist with wash-­-up and toilet routines.
 
·      Alert the regular teacher to any problem or special information about an individual student.
 
·      Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
 
·      Maintain the same high level of ethical behavior and confidentiality of information about  students as is expected of fully licensed teachers.
 
·      Participate in inservice training programs as assigned.
 
·      Other responsibilities as assigned by supervisor.
 
 
 
Mental Demands:
·      Ability to communicate effectively with parents, students, teachers, administration and community members.
 
·      Ability to maintain emotional control under stress.
 
·      Ability to use e-­-mail and office equipment effectively.
 
·      Ability to work with students individually or in group settings.
 
 
 
Working Conditions:
·      Indoor classrooms/School exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
 
·      Outdoor schoolyard and grounds, field trips: exposure to temperatures (hot, warm, cool & cold) and exposure to mowed grass.
 
·      Regular work attendance.
 
 
 
 
 
 





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Openings as of 3/30/2025

Teaching Assistant - Pre-K

JobID: 20814

Position Type:
  Licensed: Paraprofessional/Teacher Aide


Date Posted:
  1/12/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul CIty Schools is hiring  a Teaching Assistant for our  Pre-K Program
 
 
 
Why choose RCS? Here are three reasons, just to get started...
 
Our Students. Once you meet them, you will love them!
Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.
 
 
 
District and Salary Information: https://www.rcs137.org/cms/lib/IL50000466/Centricity/Domain/79/Prospective%20Employee%20Document%20Dec%202023.pdf
Complete your online applicaiton here: http://rcs137.tedk12.com/hire
 
Job Summary:
To assist the teacher in achieving teaching objectives by working with individual students, small groups, or whole classrooms to help students achieve the skill levels of the class as a whole. To provide a well-­-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.

Full job description is attached.
 
 
 
 



Attachment(s):
• Teacher assistant.pdf



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Openings as of 3/30/2025

Substitute Clerical / Secretary

JobID: 20886

Position Type:
  Substitute/Substitute Support Staff


Date Posted:
  2/9/2024


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Subsitute Secretary / Clerical - $16.99 per hour
 
Apply Here - http://rcs137.tedk12.com/hire
 
Job Summary:
To contribute to the efficient operation of a school office and building so that the office’s maximum positive
impact on the education of children can be realized.
General Qualifications:
• High school diploma
• Technology and typing skills
• Working knowledge of math
• Working knowledge of a Student Database system, preferably Skyward

ESSENTIAL JOB SKILLS
Staff member will effectively perform the following duties in a timely manner:
• Knowledge of student and employee database system entries and reports
• Perform usual office routines & practices associated with a busy, yet productive and smoothly run office.
• Maintain student/staff records as shall be required.
• Receive and route all incoming calls.
• Registration of new students.
• Familiarity and/or knowledge of office machines.
• Ability to build and maintain relationships with faculty, staff, and community.
• Knowledge of First Aid for minor scrapes and bruises and familiarity with the incubation period of childhood diseases. 
• Must maintain office confidentiality.
• Friendly, warm and welcoming to all who enter the building/office. Greet people, ask them what they need help with, and      welcome them to the building/office. You are the first impression of the building and the district.
• Ability to communicate effectively with parents, students, teachers, administration and community.
• Ability to maintain emotional control under stress.
• Ability to use e-mail and office equipment effectively.
 





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Openings as of 3/30/2025

Substitute Cook

JobID: 19570

Position Type:
  Substitute/Substitute Support Staff


Date Posted:
  11/30/2022


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Substitute Cook's will fill in at any of our five schools as needed.
 
Rate of Pay is $12.00 per hour.
 
For more information about this position contace:  Debby Wilcoxen - Director of Food Services 217-893-5400  / dwilcoxen@rcs137.org

Complete your online application here: http://rcs137.tedk12.com/hire





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Openings as of 3/30/2025

SUBSTITUTE TEACHER

JobID: 16204

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  4/9/2022


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide
Rantoul City Schools #137 is seeking qualified substitute teachers.

Attached is information about our district. 

Substitute teaching for various subject areas in a K - 8 school with enrollment of approximately 1450 students. 

Apply on-line at http://rcs137.tedk12.com/hire.  Must hold an Illinois Teaching certificate or a Substitute certificate.

If your skills/background matches our needs, you will be sent an employment packet.  You will be required to provide your credentials to the Regional Office of Education, pass a background check, and a physical.
 

 
Substitute Teacher…………….……….…..  $187.00 full day
    


Attachment(s):
• HR Recruitment Flier 5-24-2022.pdf



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Openings as of 3/30/2025

SUBSTITUTE TEACHER AIDE

JobID: 16206

Position Type:
  Substitute/Substitute Teacher Assistant


Date Posted:
  7/3/2023


Location:
  Rantoul City Schools Dist 137


District:
  Rantoul City Schools #137
  Additional Information:  Show/Hide

Rantoul City Schools is hiring Substitute Teaching Assistants. 
 
Minimum Qualifications: Must have Illinois Paraprofessional License - Contact ISBE for assistance in obtaining license. 
 
Substitute teaching assistants  with a Paraprofessional License receive $105.00 per day.
 
Substitute teaching assistants  with a Professional Educator License or Substitute Teaching receive $150.00 per day.
 
For questions or more information about being a substitute teaching assistant at RCS#137 contact Hanna Tieman at htieman@rcs137.org
Apply online at : http://rcs137.tedk12.com/hire




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